Resonance

A workshop by Chris Poulos and Sarah Tracy
poulos coverThis was a very good workshop exploring the ideas of reaching out to your audience and making sure what you write was engaging and could resonate with them. This book by Chris is a good example.

When thinking about resonance consider what articles, books, journals etc have influenced your own thinking. In other words consider how authors have hooked you in and made their work compelling.

Chris talked about four key elements of a story: conflict. curiosity, connection and climax. He highlighted the importance of having a good start to hook people in. Also that writing all the time is important – don’t wait until the end so you keep practicing the skills. Good idea but harder to implement!

Try starting your story with the best bit, the most interesting thing that you want to say in the article – why save it for the middle or end?

Dialogue draws people in but is difficult to write so try listening to conversations in order to get used to writing dialogue.
Be very conscious of the context in which the audience is situated – how do you hook them in with a common life teacher education.
Reference to website ‘writers write’ with 21 key points for effective fiction – useful for writing in general.

Sarah Tracy talked about the importance of case study and sampling.
A critical case study may well resonate with other cases.
Qualitative research as transferable. Putting a name on something that describes a recognised phenomena – this makes it easier for others to workwith your research ideas.

Making claims is important – citing the case study as an example. It can be important to explain situations when the claim might be more appropriate and those when it will have less significance.

Remember to ask – Is your claim interesting?

Overall a most excellent workshop with lots of discussion and examples of ideas in practice. Highly recommended if you get the chance.

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About Mike Martin

Teacher educator based at Liverpol John Moores University in the UK. Researching subject knowledge of pre-service teachers.
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